Learning Chapters 6 & 7


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LEARNING OBJECTIVES

1. Define learning. Describe the difference between nonassociative learning and associative learning. (See introductory section.)
2. Define habituation and sensitization. Explain how they are examples of nonassociative learning. (See "Learning About Stimuli.")
3. Define classical conditioning, unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response. Describe how classical conditioning works by using the stimuli and responses in an example. (See "Pavlov’s Discovery.")
4. Describe the processes of extinction, reconditioning, and spontaneous recovery. Give an example of each. (See "Conditioned Responses over Time: Extinction and Spontaneous Recovery.")
5. Define and give an example of stimulus generalization and stimulus discrimination. Describe the adaptive balance between these two phenomena. (See "Stimulus Generalization and Discrimination.")
6. Describe the role that timing, predictability, and strength of signals play in the speed and strength of conditioned response development. Indicate which type of conditioning produces the strongest type of conditioned response. (See "The Signaling of Significant Events.")
7. Explain how biopreparedness influences taste-aversion learning. Explain why it is a special case of classical conditioning. (See "Biopreparedness.")
8. Discuss how attention influences which stimulus is linked to the unconditioned stimulus. Define and give an example of second-order conditioning. (See "Second-Order Conditioning.")
9. Describe the relationship between classical conditioning and phobias, predator control, detecting explosives, and diagnosis of Alzheimer’s disease. (See "Some Applications of Classical Conditioning.")
10. Define the law of effect. (See "From Puzzle to Skinner Box.")
11. Define operant conditioning, and explain how it differs from classical conditioning. (See "From Puzzle to Skinner Box.")
12. Define the components of operant conditioning: operants and reinforcers. (See "Operants and Reinforcers.")
13. Define positive and negative reinforcers and give examples of each. (See "Operants and Reinforcers.")
14. Define escape conditioning and avoidance conditioning. Give an example of each that demonstrates their similarities and differences. (See "Escape and Avoidance Conditioning.")
15. Define discriminative stimulus and stimulus control. Give an example of stimulus control. Explain how stimulus discrimination and stimulus generalization can work together. (See "Discriminative Stimuli and Stimulus Control.")
16. Define shaping. Explain when it is used in instrumental conditioning. (See "Shaping.")
17. Discuss the differences between primary and secondary reinforcers. (See "Secondary Reinforcement.")
18. Define continuous and partial reinforcement schedules. Compare and contrast the fixed-ratio, variable-ratio, fixed-interval, and variable-interval schedules; include a description of their effect on the intensity of operant responses and the partial reinforcement extinction effect. (See "Schedules of Reinforcement"; see also "Schedules and Extinction.")
19. Explain why activity preference and physiological factors influence the efficiency of reinforcement. (See "Why Reinforcers Work.")
20. Define punishment and describe its role in operant conditioning. Discuss the disadvantages of and guidelines for using punishment. (See "Punishment.")
21. Discuss how operant conditioning can be used to treat problematic behavior. (See "Some Applications of Operant Conditioning.")
22. Discuss networks of learning and how parallel-distributed processing and connectionist models provide insight into how associations are stored in the brain. (See "Linkages: Neural Networks and Learning.")
23. Define learned helplessness and give an example of it. Describe the experiments used to study learned helplessness and the results. (See "Learned Helplessness"; see also "Focus on Research Methods: A Two-Factor Experiment on Human Helplessness.")
24. Define and give an example of latent learning and a cognitive map. (See "Latent Learning and Cognitive Maps.")
25. Define insight. Discuss the differences in what is learned in classical conditioning, instrumental conditioning, and insight. (See "Insight and Learning.")
26. Define observational learning and vicarious conditioning. Discuss their similarities and differences. (See "Observational Learning: Learning by Imitation.")
27. Describe the research on the effects of television violence. State what conclusions are most reasonable based on the evidence available. (See "Thinking Critically: Does Watching Violence on Television Make People More Violent?")
28. Describe differences in classrooms across cultures. Define active learning and give an example. (See "Classrooms Across Cultures"; see also "Active Learning.")
29. Describe the roles of practice and feedback in skill learning. (See "Skill Learning.")

Learning Style Web-Quest Sites

http://www.personal.psu.edu/bxb11/LSI/LSI.htm

Multiple Inteligence

http://bestcareermatch.com/career-chart

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

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Classical Conditioning

Video Links

Habituation - http://www.youtube.com/watch?v=Kfu0FAAu-10

The Office - http://www.spike.com/video/office-jim-trains/2820493



Classical Conditioning Videos

Little Albert

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Operant Conditioning

Big Bang Theory
http://www.youtube.com/watch?v=JA96Fba-WHk&feature=related





Great Review of Classical and Operant Conditioning - http://www.learner.org/vod/vod_window.html?pid=1529

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Observational Learning

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TV Violence

The Simpsons 209

Does TV Violence Make People More Violent?

Read pages 227-229 in your text book and the article at http://world.std.com/~jlr/comment/tv_impact.htm

Upon reading both articles, respond to the discussion by clicking the discussion tab at the top of this page and posting your responses. Please note that your discussion grade will be based on the following rubric.




For More Information - Bandura Speaks on the subject of violence in this clip.

Final Copy of the Learning Presentation

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Memory - Ch. 7=






Amber B. Suggested this clip - Thanks!


Mnemonic Devices

Memory Games Web-Quest.pdf

• Details
• Download
• 55 KB

Web-Quest Sites

Site: http://www.testmybrain.org/
Note: This site is part of a clinical study of the results, so you will need to agree to the study and
complete a very short questionnaire.

Compete the “Keeping Things in Mind” Test.

Complete “Face Recognition, Emotion Perception and Personality”

Complete “Can you name that face?”

Site: http://faculty.washington.edu/chudler/stm0.html

Complete the “Short Term Memory Test”

Site: http://faculty.washington.edu/chudler/puzmatch.html

Complete the “Short Term Memory Test - Pictures”

Site: http://faculty.washington.edu/chudler/java/facemem2.html

Complete the “How is Your Memory for Faces?”

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Remembering and Forgetting Video: http://www.learner.org/vod/vod_window.html?pid=1528



Great Video on Memory - http://www.pbs.org/wgbh/nova/body/how-memory-works.html

Super Memory - http://www.cbsnews.com/8301-504803_162-20026088-10391709.html?tag=cbsnewsMainColumnArea.4